Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. Here are some specific differentiation strategies to use during a PBL project.

Performance-based assessments share the key characteristic of accurately measuring one or more specific course standards. They are also complex, authentic, process/product-oriented, open-ended, and time-bound.

Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.